The Effect of Sentence-Making Practice on Adult EFL Learners' Writing Anxiety: A Comparative Study

Autor/in	Liu, Yuanyuan
Titel	The Effect of Sentence-Making Practice on Adult EFL Learners' Writing Anxiety: A Comparative Study
Quelle	In: English Language Teaching, 13 (2020) 6, S.34-47 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Writing Apprehension; Second Language Learning; Second Language Instruction; English (Second Language); Feedback (Response); Student Attitudes; Adult Students; Writing Instruction; Scores; Teaching Methods; Sentences; Writing Skills; Comparative Analysis; Language Proficiency; Language Tests; Majors (Students); Measures (Individuals); Factor Analysis; Test Items; Negative Attitudes; Writing Processes; Anxiety; Communication (Thought Transfer); Likert Scales; Foreign Countries; Undergraduate Students; China; Foreign Language Classroom Anxiety Scale; Writing Apprehension Test + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sentence analysis; Satzanalyse; Writing skill; Schreibfertigkeit; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Messdaten; Faktorenanalyse; Test content; Testaufgabe; Negative Fixierung; Angst; Communication; thought; Kommunikation; Gedanke; Likert-Skala; Ausland
Abstract	Writing anxiety is one of the most essential factors influencing language learning. The current study is to explore the effect of sentence-making practice on reducing writing anxiety of two classes of adult EFL learners, one in low-intermediate level (LI learners), the other in high-intermediate level (HI learners). Two classes received two-week sentence-making practice, before completing the questionnaire designed specifically for the present study and attending the semi-structured interview. The descriptive statistics and independent t-test demonstrate that both mean scores of two classes are below 3 points, showing that they are in low or moderate anxiety levels. Moreover, the mean scores of HI class are lower than LI class in all four dimensions (classroom experience; while-writing experience; feedback experience; further effects), despite no significant difference, except for in the third dimension (feedback experience). Both statistic results and qualitative analysis with learners' attitudes towards sentence-making practice illustrate that the learners in two classes have less writing anxiety after sentence-making practice, and this teaching method has also brought beneficial effects on learners' writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01